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© Copyright David B. Mykota, 1996 PREDICTORS OF PROBLEM BEHAVIOURS INTHE STUDENT POPULATION SERVED BY THE SASKATOON TRIBAL COUNCIL A Thesis Submitted to the College of Graduate Studies and Research in Partial Fulfilment of the Requirements for the Degree of Master of Education in the Department for the Education of Exceptional Children University of Saskatchewan Saskatoon by David Brian Mykota March, 1996 © Copyright David B. Mykota, 1996. All rights reserved . �,__--- -.-� '--"��-"---------------------------- The authour has agreed that the Library, University of Saskatchewan, may make this thesis freely available for inspection. Moreover, the authour has agreed that permission may be granted by the professor or professors who supervised the thesis work recorded herein or, in their absence, by the Head of the Department or the Dean of the College in which the thesis work was done. It is understood that due recognition will be given to the authour and the University of Saskatchewan in any use of the material in this thesis. Copying or publication or any use of the thesis for financial gain without approval by the University of Saskatchewan and the authour's written permission is prohibited. Requests for permission to copy or to make other use of material in this thesis in whole or in part should be addressed to: Head of the Department for the Education of Exceptional Children University of Saskatchewan Saskatoon, Saskatchewan Canada. S7N OWO .. -� ..... i.II ABSTRACT Children and adolescents at risk for school failure have become the focus of increased attention because the severity of problems facing them has been intensifying. Teachers report that at-risk children and adolescents in the classroom are not only effecting their own educational opportunities but also those of their peers. Furthermore, in the area of education services for First Nation communities, biases in the identification of at-risk students has been suggested to exist. In order for effective remediation to occur, it is necessary to examine those processes which place children and adolescents at-risk. As problem behaviours have been identified as placing children and adolescents at risk for failure in school or life, those variables which influence the development of problem behaviours need be understood. Thus the purpose of the present study is to investigate the predictors of problem behaviours which place the student population served by the Saskatoon Tribal Council at risk for failure in school. Specifically, the study examines the predictors of problem behaviours as measured by the Teacher Rating Scale of the Behaviour Rating Profile-2nd Edition with the variables sex, age group, school, nonverbal reasoning ability as measured by the Matrix Analogies Test-Short Form, and academic performance as measured by the teacher completed Academic Performance Rating Scale. In determining the strength of the relationship between the variables problem behaviours, academic performance, non-verbal reasoning ability, age group, sex, and school correlates are presented. Further analysis of the data ii ---- using multiple linear regression, with problem behaviours as the criterion variable and non-verbal reasoning ability, academic performance, school, sex, and age group as the predictor variables are reported. The present study also determined if there is a significant difference in problem behaviours for the student population served by the Saskatoon Tribal Council as based on age group (6 to 9 years of age, 10 to 13 years of age, and 14 to 18 years of age), sex . (male and female), and school (Band or provincial). The results of the study indicate that because academic performance continues to be such a strong predictor of problem behaviours, underscores the importance of the school as an ameliorative factor in the prevention and treatment of behavioural problems. As well, because females 10 to 13 years of age attending provincial schools are rated with fewer problem behaviours than their counterparts attending Band schools, or those in other age groups, is indicative of the need for the appropriate allocation of resources for children and youth at-risk. Given these findings, the present study recognizes the significance of intervention as a preventive measure for all age groups and the responsibility of federal and provincial funding agencies to continue to make available to First Nation communities resources appropriate for the development of educational services for students at-risk. iii r ., ACKNOWLEDGEMENTS I would like to acknowledge the permisslon received by the Saskatoon Tribal Council and Gordon Lobe to conduct the present study. As well, Lorna Robert's diligent gathering of the data and her own thesis research pertaining to the Saskatoon Tribal Council study on exceptionalities is duely acknowledged. I would like to thank my external examiner Dr. Fred Reekie for the insight provided and my committee members Dr. Barbara Bloom and Dr. Don Saklofske for their guidance and support. In conclusion, I would like to acknowledge my advisor Dr. Vicki Schwean for offering me the opportunity to undertake the present study and for her continued commitment to research in exceptionalities. iv DEDICATION This thesis is dedicated to the children and youth who participated in the - Saskatoon Tribal Council study on exceptionalities. v TABLE OF CONTENTS PERMISSION TO USE . ABSTRACT............................................................................................ ii ACKNOWLEDGEMENTS................................................................... iv DEDICATION........................................................................................ v TABLE OF CONTENTS.... vi LIST OF FIGURES............................................................................ xi LIST OF TABLES... xii 1 INTRODUCTION............................................................................ 1 1 .1 Purpose.................................................................................. 3 2 LITERATURE REVIEW................................................................ 7 2.1 Demographics of Aboriginal People in Canada............. 9 2. 1 � 1 Population Distribution........................................... 9 2.1.2 Birth Rates................................................................. 1 2 2.1.3 Dependency Ratio... 15 2.1.4 Living Conditions..................................................... 16 2.1.5 Education................................................................... 1 8 2.1.6 Economic Status...................................................... 20 2.1.7 Unemployment and Labour Force Participation Rates................................................... 21 2.1.8 Language................................................................... 24 2.1.9 Summary... 24 2.2 Mental Health in Aboriginal Communities....................... 25 2.2.1 Definitional Criteria................................................. 26 2.2.2 Indicators of Mental Health. 27 ' 2.2.2.1 Mortality 28 2.2.2.2 Alcohol and Substance Abuse................ 30 2.2.2.3 Family Violence and Child Sexual Abuse . 31 2.2.2.4 Summary . 31 2.2.3 Epidemiological Studies......................................... 33 2.2.3.1 Ontario Child Health Study . 34 2.2.3.2 Ontario Child Health Study: Findings and Limitations............. 35 vi " " _�;.c·: � :�,.-':"(,. �.¥• .":": �Ir- -''I' -",," 2.2.4 Native American Child and Adolescent Mental Health....................................................................... 40 2.2.4.1 Statistical Overview.................................. 41 2.2.4.2 American Indian Health Survey.............. 42 2.3 Variables Affecting Behaviour in Children and Adolescents........................................................................... 44 2.3.1 Special Education Students and Delinquency...................................................... 45 2.3.2 Protective Effects of Intelligence on Delinquency.............................................................. 46 2.3.3 Familial Processes. 48 2.3.4 Familial Factors, School Behaviour, and Learning Disabled Students.................................. 51 2.3.5 Socio-economic Status, Behaviour, and 52 Intelligence :........................................... 2.3.6 Summary................................................................... 54 2.4 Psychopathology Across Cultures.................................... 55 2.4. 1 Culture Bound Syndromes.................................... 56 2.4.2 Psychological Change and Acculturation........... 57 2.4.3 Acculturative Stress................................................ 58 2.4.4 Somatization and Social Response to Distress..................... 60 2.4.5 Deviance.................................................................... 61 2.4.5.1 Culturally Labelled Deviance.................. 61 2.4.5.2 Societal Integration and Deviance......... 62 2.4.5.3 Stigmitization.............................................. 63 2.4.6 Schizophrenia.......................................................... 64 2.4.7 Depression................................................................ 65 2.5 Cross Cultural Assessment................................................. 66 2.5.1 Formal Assessment................................................. 67 2.5.2 Emics and Etics....................................................... 68 2.5.2.1 The Combined Emic-Etic Approach....... 70 2.5.3 Psychometric Equivalence and Cross-Cultural Measurement Strategies........................................ 71 vii '"- .. <._. - - ----"._ ••_ i,:�.,,,-) �_____
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